Academic Journal
Teachers’ participation in High School reform ; Participación de los docentes en la reforma de la Escuela Secundaria ; A participação dos professores na reforma do Ensino Médio
| العنوان: | Teachers’ participation in High School reform ; Participación de los docentes en la reforma de la Escuela Secundaria ; A participação dos professores na reforma do Ensino Médio |
|---|---|
| المؤلفون: | Oliveira, Ramon de |
| المصدر: | Debates em Educação; v. 16 n. 38 (2024); e16478 ; 2175-6600 ; 10.28998/2175-6600.2024v16n38 |
| بيانات النشر: | Editora da Universidade Federal de Alagoas - EDUFAL |
| سنة النشر: | 2024 |
| المجموعة: | SEER - UFAL (Universidade Federal de Alagoas) |
| مصطلحات موضوعية: | Secondary education reform, Teaching work, Participation, Teachers, Reforma do Ensino Médio, Trabalho Docente, Participação, Professores, Reforma de la educación secundaria, Trabajo docente, Participación, Maestros |
| الوصف: | The aim is to make it clear that the secondary thinking made by teachers in relation to problems, weaknesses and strategies aimed at putting into operation a new secondary education, arises from the fact that the imposed reform forms part of a neoconservative agenda for public education. As a methodological path, there was a debate with authors who discuss the reform of secondary education in conjunction with others who focused on the debate on the consequences of managerialist policies for teaching work. It was concluded that the extensive workload that teachers have makes it difficult for them to participate in the debate on issues relating to school dynamics and the “ideal” curriculum for secondary education. It is understood that if there is an interest in promoting educational reforms with a view to putting high-quality secondary education into operation, policies must be established that ensure adequate working conditions for teachers and a salary policy that enhances the teaching career. But not only that, it is demanded that teachers be assured the possibility of exclusive dedication, which can provide greater chances of teachers' participation in defining what a secondary education should be that meets the interests of young people and also stimulates the work of teacher. ; Se pretende dejar claro que el pensamiento secundario que hacen los docentes en relación a los problemas, debilidades y estrategias encaminadas a poner en funcionamiento una nueva educación secundaria, surge de que la reforma impuesta forma parte de una agenda neoconservadora para la educación pública. Como recorrido metodológico, se realizó un debate con autores que discuten la reforma de la educación secundaria en conjunto con otros que se centraron en el debate sobre las consecuencias de las políticas gerencialistas para el trabajo docente. Se concluyó que la extensa carga laboral que tienen los docentes les dificulta participar en el debate sobre temas relacionados con la dinámica escolar y el currículo “ideal” para la educación ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | Portuguese |
| Relation: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/16478/11976; https://www.seer.ufal.br/index.php/debateseducacao/article/view/16478 |
| DOI: | 10.28998/2175-6600.2024v16n38pe16478 |
| الاتاحة: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/16478 https://doi.org/10.28998/2175-6600.2024v16n38pe16478 |
| Rights: | Copyright (c) 2024 Debates em Educação ; https://creativecommons.org/licenses/by-nc/4.0/deed.pt-br |
| رقم الانضمام: | edsbas.1AD8A129 |
| قاعدة البيانات: | BASE |
| DOI: | 10.28998/2175-6600.2024v16n38pe16478 |
|---|